V.U.C.A. And Sustainable Well-Being: Impact On B40 Children’s Socio-Emotional Development

Emotions trigger cognitive, behavioural, and psychological responses tendencies that reciprocally affect children’s reactions when they perceive challenges and opportunities. Emotion Regulation (ER) abilities develop throughout infancy and childhood and constantly grow until they develop entirely at adolescence. The emotion regulation abilities are pivotal to individuals' psychological well-being, academic success, and healthy social relationships. In the situation of children from low income (B40) group today, their learning development and future challenge are the key dimensions of the sustainability agenda. In the volatility, uncertainty, complexity, and ambiguity (VUCA) world, no other performance is relevant due to the high speed of change. This paper explores B40 children’s socio-emotional well-being in the VUCA era that impacts their development and understanding of their well-being change. The findings of this research are expected to attempt to understand B40 children’s emotion regulation, concentrating on functional and dysfunctional emotion regulation strategies. In conjunction with the protective factors, it could aid individuals to develop resilience and enable a more constructive method of investigating the impact caused by sudden changes in the surrounding. A set of questionnaires was administered to the children in order to determine the children’s socio-emotional well-being during the VUCA environment. Findings indicate that children express positive socio-emotional well-being regardless of their vulnerable and uncertain environment.